The Search for a Truly Individualized Education Model→

Chester E. Finn, Jr., writing for Education Next:

Let’s finally face the truth: Since kids move at different speeds, the amount of instruction that student Q needs in pursuit of mastery of a lesson, a unit, a 'grade level,' etc. will differ from the amount that student R needs, which means that, yes, they’ll face different quantities of schooling. That’s the alternative to the batch-processing of today’s age-based attendance-and-promotion systems. It means treating kids differently.

As much as I agree with the sentiment, there is still a lack of personalized learning models addressing the needs of all learners, particularly those at risk.

Online schools have made efforts to offer self-paced learning, but often fall short in providing the necessary support and resources for struggling students. These students may fare worse in online environments compared to traditional schools.

I am fully on board with the theory and the mindset that is required. We absolutely should have an education system that adapts to each student’s unique learning needs and provides the necessary resources and support to ensure their success. I’ve simply not seen it done effectively … yet.

Turning High-Risk Schools into Professional Development Learning Labs

As educators, our ultimate goal is to support all students in reaching their full potential. For students attending high-poverty, Title I schools, achieving that goal can be challenging. These schools often lack resources and experience high levels of teacher and principal turnover, leading to greater difficulties for students. However, instead of viewing these schools as problems to solve, let’s turn them into opportunities for growth and development for everyone in the district.

By transforming high-risk schools into professional development learning labs, school districts can equip all teachers and leaders with the skills and resources they need to foster a supportive and empowering school culture, implement student-centered teaching practices, provide equitable interventions, and engage students at high levels. This approach sends a clear message that these schools are valued and that their students have the potential to achieve great things.

The benefits of this approach are far-reaching. Teachers and leaders from other schools who receive professional development at the learning lab can bring new ideas and best practices back to their own schools. Meanwhile, students in the learning lab schools receive the resources and attention they need to succeed and feel that their education is valued. The wider school district also benefits, as this approach challenges community biases and demonstrates that all students can thrive with the right support.

However, implementing this approach is not without its challenges. Parents and teachers in more affluent schools may push back, demanding resources and attention. But, as educators, it is our responsibility to take an equitable approach and prioritize the needs of the students who need it most. By investing in high-risk schools and using them as professional development learning labs, school districts can create a more equitable education system for all students.